Improving the Quality of the Learning Process Through Optimizing the Interior Design of Educational Spaces with an Environmental Psychology Approach
Keywords:
Interior design of educational spaces, environmental psychology, learning quality, natural light, color, spatial arrangementAbstract
This study aimed to identify and prioritize the optimal components of interior design in educational spaces based on environmental psychology principles to enhance the quality of the learning process. This applied qualitative study was conducted using documentary content analysis and a systematic review of valid Persian and English sources. The research population included scholarly articles, specialized books, and credible documents related to environmental psychology, architectural design of educational spaces, lighting, color, and spatial arrangement from 1991 to 2023. Purposeful sampling was used, and only sources directly related to the main research variables were included. Data were collected through systematic note-taking and analyzed using thematic analysis. The inferential findings indicated that the components affecting learning quality can be classified into three main categories: lighting, color, and spatial arrangement with spatial proportions. Natural light had the highest frequency of emphasis in the reviewed sources, accounting for 28%, and was identified as the most important component. Stimulating colors ranked second with 22%, followed by flexible spatial arrangement with 18%. Uniform and indirect artificial lighting, human-scale proportions, anthropometrically appropriate furniture, and open and semi-open spaces were also identified as influential factors. The results further indicated that the indirect effects of these components on psychological variables, including sense of belonging, motivation, psychological calmness, and self-efficacy, are more important for improving learning quality than their direct effects on academic performance. Simultaneous optimization of lighting, color, spatial arrangement, spatial proportions, and educational furniture can transform learning environments from merely physical settings into psychologically supportive, motivational, and learning-oriented spaces. Applying these principles in the design and redesign of educational spaces in Iran can improve learning quality, enhance participation, reduce environmental stress, and strengthen students’ sense of belonging.
Downloads
References
Azmati, S. (2025). Modeling the Components Affecting Architectural Patterns to Examine the Effect of Interactive Tools on Increasing Children's Attention and Mindfulness in Educational Spaces. Architecture and Human-Centered Environments, 2(2), 86-101.
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The Impact of Classroom Design on Pupils' Learning: Final Results of a Holistic, Multi-Level Analysis. Building and Environment, 89, 118-133.
Barzegar, L. (2025). A Conceptual Analysis of the Role of Architecture as a Learning Context in the Design of Creative Elementary Schools. Green Architecture Journal(50), 157-165.
Habibi, E., & Colleagues. (2009). Examining the Compatibility of Anthropometric Dimensions of Elementary-School Students in Isfahan with the Dimensions of Existing Desks and Benches in 2008-2009. Iranian Occupational Health Quarterly, 2(2), 51-61.
Heidari, M. S., Bemanian, M. R., Shirdel, A. H., & Shakerian, M. (2025). Investigating the Role and Performance of Shading Systems in Optimizing Natural Light in Educational Spaces. Design and Planning in Architecture and Urbanism, 3(2), 1-24.
Imani, F., Movahed, K., Azmati, H. R., & Saleh Sadeghpour, B. (2023). Physical and Environmental Factors Affecting the Reduction of Students' Stress in Educational Spaces from the Perspective of Specialists. Iranian Journal of Architecture and Urbanism(25), 295-309.
Kameli, M. (2013). Optimizing Energy Consumption through the Use of Natural Light in Educational Spaces. Second National Conference on Climate, Building, and Energy Consumption Optimization with a Sustainable Development Approach, Isfahan.
Kamelniya, H. (2009). The Design Grammar of Learning Environments. Sobhan Noor Publications.
Katebi, S., Habibi, A., & Nikkar, M. (2025). Color Preference in Educational Spaces Using Virtual Reality: A Case Study of an Architectural Design Workshop. Studies in the World of Color, 15(4), 409-432.
Mahboubi, H. (2022). Evaluation of Environmental Components Affecting Learning Quality in the Architectural Design of Educational Environments. Architecture Studies(25), 16-31.
Mahmoudi, M. M. (2011). Designing Educational Spaces with a Flexibility Approach. University of Tehran Press.
Momeni, R., & Shabani, S. (2021). Designing Educational Spaces with an Environmental Vitality Approach. Architecture Studies(20), 62-68.
Mozaffar, F., & Colleagues. (2009). Reconsidering the Role of Nature in Educational Spaces. Technology and Education Journal, 4(1), 37-46.
Rahimi, M. (2024). Investigating the Parameters Affecting the Efficiency of Educational Spaces from the Perspective of Environmental Psychology. Studies and Research in Behavioral Sciences(21), 94-102.
Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A Sound Foundation? What We Know about the Impact of Environments on Learning and the Implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47-70.
